1. Social Justice and Recreation Larry D. Roper Oregon State University

2. Social Justice  Believing in the inherent worth of each person, our mutual interdependency, and the need to create a world in which each person has the opportunity to flourish.  Social justice is the view that everyone deserves equal rights and opportunities.  Should aim to open the doors of access and opportunity for everyone, particularly those in greatest need.

3. Social Justice  Life and dignity of the human person  Providing support for the poor and vulnerable

4. In the Recreation Context  Examining our knowledge of institutional culture, structures and systems and how we use our knowledge and skills to ensure equity, dignity, worth, learning and healthful development of students and staff  Developing Awareness, Enhancing Knowledge, Cultivating Skills (engaging, diagnosing, intervening), Taking Action*  Looking at organizational policy decisions in terms of how they affect the poor and disadvantaged * Adapted from Dr. Jamie Washington

5. In the Recreation Context  Ensuring that all students receive the health benefits of attending college that are rightfully theirs.  Applying social-justice principles to structural problems  Learning and carrying out organizational ethics to ensure that students are treated respectfully by staff  Examining the organization’s policies and the impact they may have on people from different backgrounds

6. Questions  What are tangible examples of Social Justice work you are currently doing in your organization (whether you have named it so or not)?  How do issues of class influence your policies, programs and services?  What intentional messages do you send to communicate to your community that you are committed to social justice?

7. Questions  How can you use your leadership to influence more conscious efforts towards social justice?  With whom might you partner to initiate a social justice agenda?  What role can NIRSA play in enhancing your capacity to advance social justice?

8.  Educational relationships are rooted in care – for the condition of the mind, spirit, life circumstance, and future journey of the learner.  Leadership is a generative activity – it connects faculty and students as living links in our history and our destiny.  The scope, condition and permeability of our learning environments are the most profound expressions of our commitment to social justice. Social Justice Leadership Declarations

9.  The strength of our collaborations is a powerful indicator of our commitment to serve.  Learning serves to heal, repair and reconcile social ills by empowering individuals and groups.  Stories of transformation provide potent evidence of the strength, power and substance of our learning environment.  Teaching is an act of responsibility, facilitating learning is an act of social justice. Social Justice Leadership Declarations